No scheme! We all plan our units according to the objectives based on real books, incorporating grammar, punctuation etc. So, so far this year we've done 'The Giant's Necklace' and 'Macbeth'. Have covered: diary writing, short stories, description, non-chronological reports, journalistic reports as text types and complex sentences including subordinate clauses, speech, descriptive techniques, fronted adverbial sentences, commas in a list and between clauses, semi-colons, passive sentences and direct and reported speech in grammar. Phew - i feel tired just writing it! All of these things have been covered through the text. I hate schemes - planning for yourself gives so much more creativity and flexibility. I love delivering my literacy and (mostly!) the children love the lessons. Everybody wins!
No schemes here. Very wide ability ranges across very individual cohorts, it's very much a 'plan what the class in front of you needs' approach rather than a 'start from a scheme which presupposes an 'average' class of 'average' children.
Unit plans based on 'real' books, strongly linked to topics / themes within the class. We do use the Ros Wilson 'VCOP' ideas loosely, in that we put more focus on punctuation 1 term, connectives the next, openers the third BUT all of that teaching is in the context of the unit plans.
I virtually never re-use plans, because we have a wide-ranging topic rotation and I then like to look for books that will really excite the particular class I have which are linked to that topic...